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Such as how they relate to other people, developing independence, understand moral concepts, developing acceptable behaviour patterns and understanding the needs and rights of others.0 ??“ 3 months Cries to communicate needs to others; stops crying to listen to others Responds to smiles from others; responds positively to others Considers others only in relation to satisfying own needs for food, drink, warmth, sleep, comfort and reassurance 3 ??“ 9 months Responds positively to familiar people such as family members; by 9 months is very wary of strangers Communicates with others by making noises and participating in conversations Begins to see self as separate from others 9 ??“ 18 months Responds to simple instructions (if wants to) Communicates using (limited) range of recognisable words Shows egocentric behaviour (expects to be considered first) 18 months ??“ 2 years Plays alongside other children and enjoys games with known adults Communicates more effectively with others; responds to simple instructions Wants to help adults and enjoys imitating their activities May be interested in older children and their activities May unintentionally disrupt the play of others (takes toys away to play with by self) Becomes very independent Wants own way and says no! a lot 2 ??“ 3 years Wants to please and seek approval from adults Very protective of own possessions Unable to share with other children 3 ??“ 5 years Learns to play with other children rather than just alongside them Uses language to communicate more effectively with others Develops self- help skills Observes closely how others behave and imitates them May snatch play items required for own play Expects adults to take their side in disputes Gradually is able to share group possessions at playgroup or nursery 5 -7 years Enjoys the company of other children; may have special friends Uses language more effectively to communicate, share ideas, engage in more complex play activities Appears confident and competent in own abilities Co-operates with others, takes turns and begins to follow rules in games Seeks adult approval; will even blame others for own mistakes to escape disapproval Has a particular role model May copy unwanted behaviour (swearing, hitting, biting) to gain attention7 ??“ 12 years Wants to belong to a group; usually has at least one special friend May use language in negative ways (name calling or telling tales), as well as positively to share ideas and participate in complex play activities Is able to play on own; appreciates own space away from others on occasion Becomes less concerned with adult approval and more concerned with peer approval Is able to participate in games with rules and other co-operative activities 12 ??“ 16 years Belonging to a group becomes increasingly important but can also be a major source of anxiety or conflict The desire for peer approval can overtake the need for adult approval Participates in group/ team sports and activities; can follow complex rules and co-operate fully but may not be very competitive Strongly influenced by a variety of role models, especially those in the media Communicates effectively and uses language much more to resolve any difficulties in social interactions Can be very supportive towards others in the play settings or the wider community 16 ??“ 19 years Comes socially skilled and better at resolving conflict Identify better with friends Begins to separate from parents and become more independent Becomes more responsible Develops sexual identity Spiritual Development1 ??“ 4 years Are beginning to develop the concept of being helpful Believe that rules are fixed and unchangeable 4 ??“ 5 years Understand the needs of others and the need to share and take turns Try to work out what is right and what is wrong 5 ??“ 6 years Understand the social rules of their culture (how to greet) Instinctively help other children who are distressed 6 ??“ 7 years Are beginning to develop further concepts such as forgiveness and fairness 7 ??“ 8 years Have a clear sense of right and wrong 8 ??“ 10 years Continue to think that rules are permanent and unchangeable because they are made by adults who must be obeyed and respected Have a clear idea of the difference between fantasy and reality and are developing their own standards of right and wrong Are highly concerned with fairness 10 ??“ 12 years Understand that certain rules can be changed by mutual negotiation and that they are not always imposed by external authority; often they do not accept rules they didn??™t help make Begin to experience conflict between parents values and those of peers 12 ??“ 19 years Are able to think beyond themselves more and to understand the perspective of others Develop their own ideas and values which often challenge those of parents May deliberately flout rules or keep to them only if there is otherwise a risk of being caught1.2 EXPLAIN THE DIFFERENCE BETWEEN SEQUENCE OF DEVELOPMENT AND RATE OF DEVELOPMENT AND WHY THE DIFFERENCE IS IMPORTANT Children pass through similar sequences of development but at different rates which can be due to many factors including culture. Research on development sequences suggests that children move through rigid stages that are linked to their age: sits, crawls, stands, and then walks.

But not all children crawl some ???bottom shuffle??™ along the floor. Normative measure is concerned with ???milestones??™ or stages of development. These milestones show what most children can do at a particular age. While sequence of development is quite general to all children, the rate (or speed) of development can differ greatly from one child to another. A child might walk at a normal age, but not talk at a normal age.

Problems within the home occur when parents or carers neglect their children??™s needs; this can be due to mental health Issues, such as depression; drug and/or alcohol abuse; marital conflict and domestic violence. The lifestyle choices that young people make can also affect their development. They may choose to smoke, drink alcohol or take drugs ??“ all of which impact on healthy development. Children who grow up in care are one of the most vulnerable groups. They lack a stable and consistent environment and usually don??™t have any secure attachments. This has a huge impact on their emotional and social development and their ability to develop trust in others as well as their ability to do well in school. The quality of education that children receive is very important, not only for their intellectual development but for social and spiritual development.

If children fail to attend school regularly it will not only affect their childhood development but future employment opportunities.2.3 EXPLAIN HOW THEORIES OF DEVELOPMENT AND FRAMEWORKS TO SUPPORT DEVELOPMENT INFLUENCE CURRENT PRACTICESOCIAL LEARNING THEORY (BANDURA) This theory says that children learn by watching other people, usually someone they look up to, admire and like. People who work with children are therefore very important figures in a child??™s social learning. LINKS TO PRACTICE: In imaginative play children will pretend to be adults by role playing, copying directly what they see adults doing. Home areas and shops in early year settings are important places for children to do this. Good role model behaviour is therefore very important within the setting.

He claimed that children went through 4 stages of development: Sensori-motor (0-2 years) – the child explores the world around them using its senses. The child begins to understand that a person / object still exists when out of sight. Pre-operational (2-7 years) – understands the use of symbols and language. Can believe inanimate objects have feelings and is egocentrical. Concrete operational (7-11 years) ??“ children can understand that appearance can change although the thing itself does not.

They begin to reason logically about the world. Formal operational (11-16 years) ??“ the child shows logical thinking and is able to work through abstract problems. Piaget only emphasised intellectual or cognitive development and his theory is therefore constructivist. Lev Vygotsky believed the adult role was of major importance in the development of the child and social relationships are at the heart of a child??™s learning. Vygotsky described the zone of actual development (ZAD) ??“ where the child develops without help from anyone. The zone of proximal development (ZPD) ??“ what the child can do now with help, he will be able to do later in life by himself.

Because adults need not act. Gesell mapped a set of developmental norms, charting expected development. He believed that normal development progressed according to a set of sequences.

This is not a good approach for children with special educational needs as they get labelled as abnormal. LINKS TO PRACTICE: The practitioner helps children to learn by making sure the environment supports the child??™s learning. Lots of painting and drawing equipment is usually available to younger children in nursery/reception classes to allow the children to experiment with the colours when they feel ready to do so.ATTACHMENT THEORY (JOHN BOWLBY) Bowlby looked at how babies become attached to the mother figure (attachment), what happens when babies are separated from their mother figure (separation) and what happens when babies experience loss and grief after being separated from the people that they feel close to. Bowlby thought that early attachment was very important.

Children are also assessed using The Early Years Foundation Stage Profile during the academic year that they reach the age of 5 (this is usually the reception year). The profile describes the child??™s level of attainment and identifies their learning needs for the next stage of school. Parent??™s comments and views should be included in the records whenever possible.3.2 EXPLAIN THE REASONS WHY A CHILD??™S DEVELOPMENT IS NOT FOLLOWING THE EXPECTED PATTERN There are several reasons why a child??™s development may not be following the recognised developmental norms: Disability ??“ autism Emotional ??“ insecurity Physical ??“ poor diet Environmental ??“ poor quality housing Cultural ??“ child rearing customs Social ??“ child neglect Learning needs ??“ downs syndrome Communication skills ??“ delay in literacy skills 3.3 EXPLAIN HOW DISABILITY MAY AFFECT DEVELOPMENT Disability can have an effect on a child??™s development but this will vary depending on the nature of the disability and the amount of support available to the child. Children with special educational needs have difficulties in one or more areas of communication, interaction and speech.

Children who have difficulties in cognition and learning find it hard to understand new concepts, solve problems and learn skills. Children with social, emotional and behavioural difficulties may be withdrawn, anxious and isolated; disruptive, aggressive and behave in a disturbing way; lack concentration and be hyperactive. Other problems may include regulating their emotional state and co-operating with others.

This includes specially designed mobility aids, standing chairs, feeding equipment and voice activated computer programs.4.1 ANALYSE THE IMPORTANCE OF EARLY IDENTIFICATION OF SPEECH, LANGUAGE AND COMMUNICATION DELAYS AND DISORDERS AND THE POTENTIAL RISKS OF LATE RECOGNITION Some children find it very difficult to communicate (listen and talk). This may be due to having a hearing impairment, learning difficulties or physical disabilities such as cerebral palsy.

It is important that all children are encouraged to find a way of communicating with other people. Many children are helped to learn sign language or sign systems, such as makaton, to help them communicate. Gestures and touch are also effective forms of communication as well as shared signs, finger spelling, computers and keyboards. It is important that communication and language development is encouraged in the first 5 years. Most children who are uncommunicative lack confidence in themselves and their ability to relate to others.

This help can come from a speech and language therapist, a specialist language teacher or an educational psychologist. A health visitor will also provide support in the home context. All these professionals need to work together and with the child??™s parents to ensure the right support is offered and put in place.4.3 EXPLAIN HOW PLAY AND ACTIVITIES ARE USED TO SUPPORT THE DEVELOPMENT OF SPEECH Children learn well when they are having fun; therefore play is a vital part of developing language. Some simple games and activities that support language development are: Songs and rhymes ??“ singing and actions Music ??“ signing along and dancing Books ??“ repetition stories and knowledge Small world play ??“ imaginative play and creative writing skills Role play ??“ imaginative play and conversation skills Blowing bubbles ??“ helps language skills5.

1 EXPLAIN HOW DIFFERENT TYPES OF TRANSITIONS CAN AFFECT CHILDREN AND YOUNG PEOPLES DEVELOPMENT Children pass through a number of transitions as they grow and develop. These transitions can affect all areas of children??™s development: Emotional ??“ personal experiences such as parents separating, bereavement, entering or leaving care Physical ??“ moving to a new school or home Intellectual ??“ moving from nursery to primary or primary to secondary school Physiological ??“ puberty or a long term medical condition Many transitions are expected or can be anticipated, and are experienced by most people such as babies progressing from crawling to walking; children moving from primary to secondary school; young people going through physical and emotional changes caused by puberty and adults getting married, getting a job and having children. However not every transition is experienced by every child and not all can be anticipated, such as violence or abuse within the family; parents divorcing and having a new step family; serious illness, accident or death in the family. A lot of the problems associated with transitions in childhood are associated with separation. How early experiences of separation and transitions are handled will reflect in how children cope with them when they are older.